• Communications of Mathematical Education
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• v.34 no.3
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• pp.215-234
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• 2020

With the advent of the AI, the need to use AI in the field of education is widely recognized. The purpose of this study is to shed light on how prospective mathematics teachers perceive the need for AI and the role of teachers in future mathematics education. As a result, with regard to teaching, prospective teachers recognized that the use of AI in school mathematics is a demand of a new era, that various types of lesson can be implemented, and that accurate knowledge and information can be delivered. On the other hand, they recognized that AI has limitations in having cognitive and emotional interactions with students. As for mathematics learning, the prospective teachers recognized that AI can provide individualized learning, be used for supplementary learning outside of school, and stimulate students' interest in learning. However, they also said that learning through AI could undermine students' ability to think on their own. With regard to assessment, the prospective teachers recognized that AI is objective, fair and can reduce teachers' workload, but they also said that AI has limitations in evaluating students' abilities in constructed-response items and in process-focused assessment. The roles of teachers that the prospective teachers think were to conduct a lesson, emotional interaction, unstructured assessment, and counseling, and those of AI were individualized learning, rote learning, structured assessment, and administrative works.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.716-719
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• 2002

이 연구의 목적은 근래에 초등학교 수학과 교육과정의 도형영역에 새로이 도입된 '공간감각'을 기르기 위한 웹 코스웨어를 개발하여 단순히 교과서에만 제시된 구체물 조작만으로는 기르기 힘든 공간감각을 기르는데 있다. 개발된 코스웨어는 학습내용을 수준별로 구성하고 있어 바로 학습 현장에 투입하여 수준별 학습, 개별화 학습을 실현할 수 있도록 하였다. 또한 초등학교 저학년에게 구체물로서는 조작할 수 없는 것들을 다양한 애니메이션 기법을 통하여 직접 조작해 볼 수 있도록 하고, 재미있는 놀이를 학습에 적절히 활용함으로써 학습 흥미도를 높이고자 하였다.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.115-131
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• 1999

The purpose of this study is to examine meaning, factors, and diagnostic method of underachievers in mathematics and to propose the idea of the individualized teaching method for underachievers. For the first purpose, previous literatures on underachievers are reviewed. For the second purpose, this study described the procedure of developing the individualized instructional program, and the method of diagnosing and prescribing errors in mathematics. In the future, individualized instructional program need to be developed based on correct diagnosis of factors effecting under achievement for the effective teaching of underachievers.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.3
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• pp.689-696
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• 2015

In this study, a learning system based on smart learning is proposed so that students with learning disabilities can learn the effective use of meta-cognitive to solve problems arising during the learning process. The features of the proposed system are as follow. First, it is possible to achieve students' individualized learning by use of smart devices and smart education system. Second, it is possible to provide the constant repetition learning for students. Third, students can improve their achievement using the proposed app. The proposed smart education system using meta-cognition was applied to some learning disabilities students. The following results were obtained. First, the disabled students could have an interest in learning math and improve confidence. Second, the student's mathematical problem-solving skills have improved. Third, students' individualized and self-directed learning was achieved.

• Proceedings of the Korea Multimedia Society Conference
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• 2000.11a
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• pp.428-431
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• 2000

웹 기반 교육은 웹을 수단으로 하여 지식을 생성·조직·전파하는 새로운 교육 방식으로 웹이 제공하는 상호작용성을 교육에 활용한다면 기존의 면대면 교육에서 부족했던 점을 보완할 수 있다. 본 논문에서는 웹을 수단으로 하는 웹 기반 교육의 학생 교수간 상호작용성을 활용하여 중학교 기하영역을 위한 웹 기반 코스웨어를 설계·구현하였다. 설계된 코스웨어는 기존의 독립형 컴퓨터를 기반으로 하는 멀티미디어 코스웨어의 한계성을 극복하고 학습자 중심의 능동적 참여 및 개별화 학습을 유도할 수 있는 장점을 지니며 중학 수학 교과 과정중 논증기하의 교수-학습효과를 극대화 할 수 있는 방안으로 평가된다.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.1-22
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• 2003

This study was done in order to suggest a desirable organizational and developmental strategy of electronic textbooks for elementary school mathematics. First of all, it was intended to set up the exact definition of electronic textbooks for elementary school mathematics by surveying previous researches and examinations regarding elementary mathematics and electronic textbooks, and showed were the total organizational model of electronic textbooks for elementary mathematics by analyzing related cases. Finally, it was intend to present a developmental strategy for each level and an effective method to secure its content.

• Journal of Korea Game Society
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• v.6 no.3
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• pp.43-50
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• 2006

This study is to develop a learning program supporting how to teach multi-level of students in number and operating field in the elementary school. Mathematics requires different teaching ways for various standards of student in the school. However, in most of elementary school teachers are having hard time giving the proper lesson for each student due to the lack of supplementary classes and the excessive numbers of students in a class. Thus this research provides "Game-type learning Program" and supports individual learning lessons to give each student an opportunity to form a correct concept of number and operation. This system sets up suitable steps for each student by checking their leaning progress and accomplishment. When a student has a trouble, can give a help or show specific things which could be related with the matter. As a result, students have got more interests in studying math, furthermore, actually, the help and giving a clue helped students a lot in settling the problems.

• The Mathematical Education
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• v.43 no.2
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• pp.139-149
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• 2004

This study was initiated by the idea to help students to be more ideally educated following the 7th curriculum that seeks the proactive students along with creativity for the 21st century. Mind-map was the main tool throughout the study and this was performed to find answers for the following questions : 1) to examine how students' drawing a mind-map affects their mathematical tendency or emotional aspects (motivation for study, interest, etc); 2) to investigate the types and characteristics of mind-maps that students draw; 3) to analyze advantages and obstacles that they experience during the process of drawing a mind-map and provide some suggestions for overcoming them. The research shows that students were highly motivated by the drawing a mind-map. There are types of mind-maps: tree shape and radial shape, and each shape has its own advantages. But the more important factor for being a good mind-map is where and how each concept is located and connected. Although it is true that drawing a mind-map helped students to see the bigger structure of what they learned, but there are several hardships taken care of. The study suggests to extend the experiment to various levels of students and diverse contents.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.1-17
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• 2006

This thesis analyzed the effects of cooperative learning blended with TAI(Team Assisted Individualization) and STAD(Student Team Achievement Division) models on the students' ability of problem solving in mathematics in order to discover what kind of effects would give to their ability of that, and would promote their disposition and attitude to learn mathematics. The results of this study were as follows : First, the learning method blended with TAI and STAD models was more effective in the students' ability of problem solving in mathematics than traditional learning method because of the blended model's characteristics; positive interdependence, individual accountability, team recognition, curriculum materials. Second, the learning method blended with TAI and STAD models was more effective in sub-elements - self-confidence, adaptability, will, curiosity and value - of mathematical disposition than traditional learning method. And the learning method blended with TAI and STAD models was more effective in sub-elements - self-consciousness of mathematics and interests - of mathematical attitude than traditional learning method. In conclusion, the learning method blended with TAI and STAD models could affect to not only the students' ability of problem solving in mathematics but also the students' several affective factors.

• The Mathematical Education
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• v.43 no.2
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• pp.177-186
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• 2004

In this paper, we introduce new functional definitions for school geometry based on DGS (dynamic geometry system) teaching-learning environment. For the vertices forming a geometric figure, we first consider the relationship between the independent vertices and dependent vertices, and using this relationship and educational considerations in DGS, we introduce functional definitions for the geometric figures in terms of its independent vertices. For this purpose, we design a new DGS called JavaMAL MicroWorld. Based on the needs of new definitions in DGS environment for the student's construction activities in learning geometry, we also design a new DGS based geometry curriculum in which the definitions of the school geometry are newly defined and reconnected in a new way. Using these funct onal definitions, we have taught the new geometry contents emphasizing the sequential expressions for the student's geometric activities.